<< Back to Report Card
With the publication of the
College
Sustainability
Report
Card
2011, more than 1,100 school survey responses from over 300 institutions are now available online. In total, these
surveys
offer more than 10,000 pages of data collected from colleges and universities during the
summer
of
2010
. To access surveys from other schools, go to the
surveys section
of the website. To see grades, or to access additional surveys submitted by this school, please click the "Back to Report Card" link at the beginning or end of the survey.
School name:
Pomona College
Date submitted:
July 21, 2010
For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.
The response to this survey should be
only
in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.
1) Contact Information
The following fields designate the main contact person for your group.
|
Name: Nathan Wilairat
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|
School Name: Pomona College
|
|
Name of student organization: Pomona for Environmental Activism and Responsibility
|
|
Your position or title: Leadership Team
|
2) Student Organization
Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.
Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”
|
Number of active members:
|
35
|
|
Date of last meeting (mm/dd/yyyy):
|
April 25, 2010
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|
Frequency of meetings:
Note: if you meet more than once a week, please select weekly.
|
Weekly
|
Key issues addressed and programs implemented since August 2009:
Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."
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|
Addressed
|
Progress
|
Describe
|
|
Academics
Examples: Minor, major and concentration programs, curricular additions, research projects
|
[ ]
|
|
|
|
Administration
Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions
|
[ ]
|
|
|
|
Climate
Examples: Climate action plan, greenhouse gas emissions inventory
|
[X]
|
Significant
|
Participated in national 350 Day campaign. Publicity included a giant "350" composed of at least 30 people and a "flash dance" publicity stunt in the dining halls. PEAR also brought the "Climate Wise Women" project to campus to raise awareness of worldwide women leadership in the climate movement.
|
|
Endowment
Examples: Proxy voting guidelines, investment advisory committees
|
[ ]
|
|
|
|
Energy
Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements
|
[X]
|
Significant
|
In conjunction with the Sustainability Office, PEAR organized pledging and campaigning for Energy Month in October, eventually getting more than 50% of the student body to pledge to reduce energy use by tabling, chalking, and going door-to-door. We also held a party with LED holiday lights and local beverages powered by the Sol-Train, our portable solar-powered generator.
|
|
Food
Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines
|
[X]
|
Significant
|
In the spring, PEAR launched a semester-long education campaign about eating lower on the food chain, which included displays in the dining halls, a food pledge during Earth Week, and an Earth Week Organic Dinner with speakers from local farms.
|
|
Green Building
Examples: Design or construction policy
|
[ ]
|
|
|
|
Grounds and Maintenance
Examples: Green landscaping, non-toxic cleaners
|
[X]
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Moderate
|
PEAR submitted a proposal for a Native Plants garden, which was approved and will be implemented this coming year.
|
|
Student Involvement
Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus
|
[X]
|
Significant
|
PEAR has 35 active members and 140 online members (in our listserv), and was very successful in our Energy, Water, and Food pledges.
|
|
Transportation
Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit
|
[ ]
|
|
|
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Waste Reduction
Examples: Recycling, composting,
reducing consumption
|
[X]
|
Significant
|
PEAR conducted a food waste audit in September and implemented a residence hall composting program, expanding upon previous efforts by introducing more drop-off points.
|
|
Water
Examples: Water conservation, reducing campus pollution, bottled water campaigns
|
[X]
|
Moderate
|
Ran an "Every Drop Counts" water month campaign and collected pledges to reduce water consumption.
|
|
Other
|
[X]
|
Significant
|
Environmental Justice: PEAR, the EQC, the Draper Center for Community Partnership, the Dean of Student Office, and the Office of the President collaborated to bring Majora Carter to speak on campus.
|
Additional Comments
3) Sustainability Competitions and Challenges
This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.
First competition
|
Name of competition
|
Power Down Dorm Energy Challenge
|
|
Frequency of competition
|
Annually
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
2006
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
PEAR, the Sustainability Integration Office
|
Participants:
|
Students
|
[X]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
|
Differs every year. In 2009, rewards were gift certificates (from local businesses) and food parties, as well as announcements of the winner in banners and publications. The President promised to give twice the value of the school-wide energy savings to a sustainability project on campus, and the winning dorm was allowed to choose the project. Previously, the dorm energy challenge catalyzed the President's signing of the President's Climate Commitment Act.
|
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[X]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
|
All dorms together reduced 6.2% over the previous year, and the winning dorm reduced by 23%. More than 50% of the student body signed the accompanying Energy Month pledge.
|
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
|
Increased awareness of energy reduction techniques and energy use / GHG emissions at the College, increased interest and engagement in sustainability, lasting energy reduction in residence halls.
|
Website:
|
http://pomona.edu/administration/sustainability/programs/powerdown.aspx
|
Second competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Third competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
4) Sustainability in Student Government and Other Activities
Please describe the role of Student Government and other groups.
Does your student government include a specific position or committee dedicated to campus sustainability issues?
If yes. Please describe below:
Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?
|
The Environmental Affairs Commissioner is elected by the student body to ensure that the concept of sustainability is considered in all decisions of the student senate. The EAC heads the Environmental Quality Committee, whose role has traditionally been to oversee and coordinate programming and event planning but is now evolving. The EAC also sits on other senate committees such as Food Committee and the Coop (student-run restaurant) Committee.
|
Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:
Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.
Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.
Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):
______________________________
School name:
Pomona College
Date submitted:
May 20, 2010
For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.
The response to this survey should be
only
in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.
1) Contact Information
The following fields designate the main contact person for your group.
|
Name: Cameron Windham
|
|
School Name: Pomona College
|
|
Name of student organization: Pomona Green Bike Shop
|
|
Your position or title: Shop Manager
|
2) Student Organization
Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.
Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”
|
Number of active members:
|
8
|
|
Date of last meeting (mm/dd/yyyy):
|
May 9, 2010
|
|
Frequency of meetings:
Note: if you meet more than once a week, please select weekly.
|
Weekly
|
Key issues addressed and programs implemented since August 2009:
Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."
|
|
Addressed
|
Progress
|
Describe
|
|
Academics
Examples: Minor, major and concentration programs, curricular additions, research projects
|
[ ]
|
|
|
|
Administration
Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions
|
[ ]
|
|
|
|
Climate
Examples: Climate action plan, greenhouse gas emissions inventory
|
[ ]
|
|
|
|
Endowment
Examples: Proxy voting guidelines, investment advisory committees
|
[X]
|
Moderate
|
We've increased our funding from the school by $1000, and have also increased our self sustainability by creating avenues for us to generate revenue without school assistance, so we can in the future be completely self sustaining.
|
|
Energy
Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements
|
[X]
|
Moderate
|
We pump up bikes by hand, rather than using a gasoline powered air compressor that most bike shops use.
|
|
Food
Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines
|
[ ]
|
|
|
|
Green Building
Examples: Design or construction policy
|
[ ]
|
|
|
|
Grounds and Maintenance
Examples: Green landscaping, non-toxic cleaners
|
[ ]
|
|
|
|
Student Involvement
Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus
|
[X]
|
Moderate
|
Increased our volunteer program to allow any student from the five Claremont Colleges to come in and volunteer with us in exchange for a bike.
|
|
Transportation
Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit
|
[X]
|
Moderate
|
Provided used bikes to 60 students through a lottery at the start of each semester, and also allowed any student who did not win the lottery to volunteer with us and receive a bicycle. We took abandoned broken bikes and repaired them for use by students.
|
|
Waste Reduction
Examples: Recycling, composting,
reducing consumption
|
[X]
|
Significant
|
Began a recycling program for metal, rubber, and other standard recyclables in the bike shop. We took abandoned and broken bikes and repaired them, preventing them from going to a landfill.
|
|
Water
Examples: Water conservation, reducing campus pollution, bottled water campaigns
|
[ ]
|
|
|
|
Other
|
[ ]
|
|
|
Additional Comments
|
We began a program where we paint our used bike fleet Green at a nearby facility, in an effort to increase the appeal and visual presence of our Green Bikes on the campus.
|
3) Sustainability Competitions and Challenges
This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.
First competition
|
Name of competition
|
Waste Reduction
|
|
Frequency of competition
|
Annually
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
2007
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
Don't Know
|
Participants:
|
Students
|
[X]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
|
Winners get to choose a sustainability project to put a certain amount of money towards.
|
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[X]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
|
Students are more aware of their waste output and hopefully continue to reduce their waste.
|
Website:
Second competition
|
Name of competition
|
Water Reduction
|
|
Frequency of competition
|
Annually
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
2007
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
don't know
|
Participants:
|
Students
|
[X]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
|
The winners get free yogurt.
|
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[X]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
|
As much as the students can save
|
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
|
Students are more aware of their water waste and continue to save water after the competition.
|
Website:
Third competition
|
Name of competition
|
Energy Conservation
|
|
Frequency of competition
|
Annually
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
2005
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
don't know
|
Participants:
|
Students
|
[X]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
|
Winners decide which sustainability project to spend $1000.00 on.
|
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[X]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
|
Students continue to use less energy
|
Website:
4) Sustainability in Student Government and Other Activities
Please describe the role of Student Government and other groups.
Does your student government include a specific position or committee dedicated to campus sustainability issues?
If yes. Please describe below:
Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?
|
We have a sustainability department and a sustainability coordinator.
|
Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:
Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.
|
We are trying to get as many people to ride bikes as possible by getting as many used bikes as possible and repairing them. We also help to repair students own bikes so that they can get the maximum use out of them.
|
Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.
Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):
______________________________
School name:
Pomona College
Date submitted:
July 12, 2010
For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.
The response to this survey should be
only
in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.
1) Contact Information
The following fields designate the main contact person for your group.
|
Name: Aerienne Russell
|
|
School Name: Pomona College
|
|
Name of student organization: ReCoop
|
|
Your position or title: ReCoop Manager
|
2) Student Organization
Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.
Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”
|
Number of active members:
|
25
|
|
Date of last meeting (mm/dd/yyyy):
|
May 14, 2010
|
|
Frequency of meetings:
Note: if you meet more than once a week, please select weekly.
|
Monthly
|
Key issues addressed and programs implemented since August 2009:
Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."
|
|
Addressed
|
Progress
|
Describe
|
|
Academics
Examples: Minor, major and concentration programs, curricular additions, research projects
|
[ ]
|
|
|
|
Administration
Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions
|
[ ]
|
|
|
|
Climate
Examples: Climate action plan, greenhouse gas emissions inventory
|
[ ]
|
|
|
|
Endowment
Examples: Proxy voting guidelines, investment advisory committees
|
[ ]
|
|
|
|
Energy
Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements
|
[ ]
|
|
|
|
Food
Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines
|
[ ]
|
|
|
|
Green Building
Examples: Design or construction policy
|
[ ]
|
|
|
|
Grounds and Maintenance
Examples: Green landscaping, non-toxic cleaners
|
[ ]
|
|
|
|
Student Involvement
Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus
|
[ ]
|
|
|
|
Transportation
Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit
|
[ ]
|
|
|
|
Waste Reduction
Examples: Recycling, composting,
reducing consumption
|
[X]
|
Significant
|
Host sales of donated/reclaimed items from campus community.
|
|
Water
Examples: Water conservation, reducing campus pollution, bottled water campaigns
|
[ ]
|
|
|
|
Other
|
[ ]
|
|
|
Additional Comments
|
ReCoop works in coordination with Clean Sweep to sell a broad array of items donated/reclaimed from the campus community in a series of large events, including the Fall Sale on the day first-years arrive to campus, costume sales prior to the College's Halloween party and 80s party, a clothing swap during waste awareness month, and a book sale during spring semester.
|
3) Sustainability Competitions and Challenges
This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.
First competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Second competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Third competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
4) Sustainability in Student Government and Other Activities
Please describe the role of Student Government and other groups.
Does your student government include a specific position or committee dedicated to campus sustainability issues?
If yes. Please describe below:
Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?
|
The Environmental Affairs Commissioner sits on ASPC. They: are is in charge of the Environmental Quality Committee; provide consultation on the environmental impacts of senate activities; sit on various senate committees (e.g. Food Committee, Coop Committe); and provide student representation to the President's Advisory Committee on Sustainability and the Board of Trustees Facilities and Environment Committee.
|
Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:
Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.
Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.
Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):
______________________________
School name:
Pomona College
Date submitted:
July 12, 2010
For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.
The response to this survey should be
only
in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.
1) Contact Information
The following fields designate the main contact person for your group.
|
Name: Lucinda Block
|
|
School Name: Pomona College
|
|
Name of student organization: Clean Sweep
|
|
Your position or title: Manager 2010
|
2) Student Organization
Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.
Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”
|
Number of active members:
|
30
|
|
Date of last meeting (mm/dd/yyyy):
|
May 21, 2010
|
|
Frequency of meetings:
Note: if you meet more than once a week, please select weekly.
|
|
Key issues addressed and programs implemented since August 2009:
Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."
|
|
Addressed
|
Progress
|
Describe
|
|
Academics
Examples: Minor, major and concentration programs, curricular additions, research projects
|
[ ]
|
|
|
|
Administration
Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions
|
[ ]
|
|
|
|
Climate
Examples: Climate action plan, greenhouse gas emissions inventory
|
[ ]
|
|
|
|
Endowment
Examples: Proxy voting guidelines, investment advisory committees
|
[ ]
|
|
|
|
Energy
Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements
|
[ ]
|
|
|
|
Food
Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines
|
[ ]
|
|
|
|
Green Building
Examples: Design or construction policy
|
[ ]
|
|
|
|
Grounds and Maintenance
Examples: Green landscaping, non-toxic cleaners
|
[ ]
|
|
|
|
Student Involvement
Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus
|
[ ]
|
|
|
|
Transportation
Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit
|
[ ]
|
|
|
|
Waste Reduction
Examples: Recycling, composting,
reducing consumption
|
[X]
|
Significant
|
Clean Sweep collects donated/reclaimed items from campus during two weeks surrounding commencement.
|
|
Water
Examples: Water conservation, reducing campus pollution, bottled water campaigns
|
[ ]
|
|
|
|
Other
|
[ ]
|
|
|
Additional Comments
|
Clean Sweep is a crew of 25-30 students who manage the massive process of collecting, cleaning, and organizing donated and reclaimed items from the campus community. They also manage partnerships with local community organizations to which Clean Sweep donates a variety of items.
|
3) Sustainability Competitions and Challenges
This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.
First competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Second competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Third competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
4) Sustainability in Student Government and Other Activities
Please describe the role of Student Government and other groups.
Does your student government include a specific position or committee dedicated to campus sustainability issues?
If yes. Please describe below:
Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?
|
See the other answers for Pomona College.
|
Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:
Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.
Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.
Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):
______________________________
School name:
Pomona College
Date submitted:
July 21, 2010
For each question, please choose the response that best represents the activities of your student organization. Some questions have additional instructions below the question. If you cannot find information for a particular question, please leave that question blank.
The response to this survey should be
only
in reference to one student organization. If there are multiple student organizations at a given school, each organization should complete its own survey. Only one survey should be submitted for each student organization at a particular school.
1) Contact Information
The following fields designate the main contact person for your group.
|
Name: Nathan Wilairat
|
|
School Name: Pomona College
|
|
Name of student organization: Pomona for Environmental Activism and Responsibility
|
|
Your position or title: Leadership Team
|
2) Student Organization
Please describe the student-run campus environmental/sustainability organization in which you have a leadership role. If you are a member of multiple organizations, you will be able to enter information about their activities on a later page.
Active members attend meetings and help implement the organization’s initiatives. Please describe event or email-listserv attendance under “Additional Comments.”
|
Number of active members:
|
35
|
|
Date of last meeting (mm/dd/yyyy):
|
April 25, 2010
|
|
Frequency of meetings:
Note: if you meet more than once a week, please select weekly.
|
Weekly
|
Key issues addressed and programs implemented since August 2009:
Use the categories below to help describe your group's initiatives in each area. In the "Describe" field, outline actions taken and elaborate on the impact and degree of success. You may want to compose your descriptions in Microsoft Word or a similar program and then paste them into the boxes provided. Please be detailed in your descriptions, and use the "Other" option to describe additional areas of involvement. You can also elaborate or add clarifying comments under "Additional Comments."
|
|
Addressed
|
Progress
|
Describe
|
|
Academics
Examples: Minor, major and concentration programs, curricular additions, research projects
|
[ ]
|
|
|
|
Administration
Examples: Procurement policies, institution-wide sustainability policy, advocating for sustainability-related staff positions
|
[ ]
|
|
|
|
Climate
Examples: Climate action plan, greenhouse gas emissions inventory
|
[X]
|
Significant
|
Participated in national 350 Day campaign. Publicity included a giant "350" composed of at least 30 people and a "flash dance" publicity stunt in the dining halls. PEAR also brought the "Climate Wise Women" project to campus to raise awareness of worldwide women leadership in the climate movement.
|
|
Endowment
Examples: Proxy voting guidelines, investment advisory committees
|
[ ]
|
|
|
|
Energy
Examples: Conservation/behavioral
change programs, retrofits and
efficiency improvements
|
[X]
|
Significant
|
In conjunction with the Sustainability Office, PEAR organized pledging and campaigning for Energy Month in October, eventually getting more than 50% of the student body to pledge to reduce energy use by tabling, chalking, and going door-to-door. We also held a party with LED holiday lights and local beverages powered by the Sol-Train, our portable solar-powered generator.
|
|
Food
Examples: Advocating for local, organic, or more sustainable food, campus gardening, food purchasing and ingredient guidelines
|
[X]
|
Significant
|
In the spring, PEAR launched a semester-long education campaign about eating lower on the food chain, which included displays in the dining halls, a food pledge during Earth Week, and an Earth Week Organic Dinner with speakers from local farms.
|
|
Green Building
Examples: Design or construction policy
|
[ ]
|
|
|
|
Grounds and Maintenance
Examples: Green landscaping, non-toxic cleaners
|
[X]
|
Moderate
|
PEAR submitted a proposal for a Native Plants garden, which was approved and will be implemented this coming year.
|
|
Student Involvement
Examples: Facilitating engagement with students, speaker series, establishing EcoReps program, student guide to sustainable living on campus
|
[X]
|
Significant
|
PEAR has 35 active members and 140 online members (in our listserv), and was very successful in our Energy, Water, and Food pledges.
|
|
Transportation
Examples: Promoting sustainable transportation, campus fleet improvements, connecting students with public transit
|
[ ]
|
|
|
|
Waste Reduction
Examples: Recycling, composting,
reducing consumption
|
[X]
|
Significant
|
PEAR conducted a food waste audit in September and implemented a residence hall composting program, expanding upon previous efforts by introducing more drop-off points.
|
|
Water
Examples: Water conservation, reducing campus pollution, bottled water campaigns
|
[X]
|
Moderate
|
Ran an "Every Drop Counts" water month campaign and collected pledges to reduce water consumption.
|
|
Other
|
[X]
|
Significant
|
Environmental Justice: PEAR, the EQC, the Draper Center for Community Partnership, the Dean of Student Office, and the Office of the President collaborated to bring Majora Carter to speak on campus.
|
Additional Comments
3) Sustainability Competitions and Challenges
This information should describe a campus challenge or competition organized by your group to promote sustainability. To add general information about your group, return to the previous questions.
First competition
|
Name of competition
|
Power Down Dorm Energy Challenge
|
|
Frequency of competition
|
Annually
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
2006
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
PEAR, the Sustainability Integration Office
|
Participants:
|
Students
|
[X]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
|
Differs every year. In 2009, rewards were gift certificates (from local businesses) and food parties, as well as announcements of the winner in banners and publications. The President promised to give twice the value of the school-wide energy savings to a sustainability project on campus, and the winning dorm was allowed to choose the project. Previously, the dorm energy challenge catalyzed the President's signing of the President's Climate Commitment Act.
|
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[X]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
|
All dorms together reduced 6.2% over the previous year, and the winning dorm reduced by 23%. More than 50% of the student body signed the accompanying Energy Month pledge.
|
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
|
Increased awareness of energy reduction techniques and energy use / GHG emissions at the College, increased interest and engagement in sustainability, lasting energy reduction in residence halls.
|
Website:
|
http://pomona.edu/administration/sustainability/programs/powerdown.aspx
|
Second competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
Third competition
|
Name of competition
|
|
|
Frequency of competition
|
|
|
Year initiated
Even if the competition has not been held continually
each year, enter the year it began.
|
|
|
Groups involved in coordinating
If your group conducted the competition alone enter your group's name. Otherwise, enter other student groups, administrative offices, or faculty departments that assisted in implementation.
|
|
Participants:
|
Students
|
[ ]
|
|
Faculty
|
[ ]
|
|
Staff
|
[ ]
|
|
Other. Please describe.
|
|
Incentives/Rewards:
Describe how students, faculty, and/or staff were encouraged to participate in the competition. How were they notified and enticed to join the competition? What was the “prize” or reward for which they were competing?
Goals of competition:
Describe the sustainability-related goal of the competition (e.g. conserve electricity, water, reduce waste, increase recycling rates).
|
Energy conservation
|
[ ]
|
|
Waste reduction
|
[ ]
|
|
Water conservation
|
[ ]
|
|
Other. Please describe
|
|
Percent of energy/water/waste reduced (describe):
Describe both the raw savings, and the savings as compared to use before the competition. For example, an electricity-saving competition may have encouraged a dorm to conserve 6,000 kW/h of electricity for the month of April, a savings of 5% from the same month last year.
Lasting effects of competition:
Describe other impacts and effects. What are observable changes in campus behavior even after the competition’s completion? Have other efforts towards sustainability been given added momentum? Has the competition inspired other campaigns or initiatives?
Website:
4) Sustainability in Student Government and Other Activities
Please describe the role of Student Government and other groups.
Does your student government include a specific position or committee dedicated to campus sustainability issues?
If yes. Please describe below:
Include the following: How many students are active in the committee? How often does it meet? What kinds of power and decision-making ability does it have? What impacts and initiatives has it undertaken? What kind of working relationship does it have with other student groups and the administration?
|
The Environmental Affairs Commissioner is elected by the student body to ensure that the concept of sustainability is considered in all decisions of the student senate. The EAC heads the Environmental Quality Committee, whose role has traditionally been to oversee and coordinate programming and event planning but is now evolving. The EAC also sits on other senate committees such as Food Committee and the Coop (student-run restaurant) Committee.
|
Please describe any additional campus sustainability activities or projects that you or your group has initiated at your school:
Describe any activities that your group or yourself, as a leader on campus, have undertaken that are not already included in your survey responses. If applicable, also describe off-campus and community efforts that relate to institutional sustainability at your school.
Please Note: The following is for informational purposes only; your response will NOT be included in the Report Card evaluation process.
Please list any regional or national networks with which your group is affiliated (e.g., Energy Action Coalition/Campus Climate Challenge, Sierra Student Coalition, a state PIRG, a state student sustainability coalition):
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